Abolishing whiteness. Preparing MSW social work students for anti-racist Practice.

Autor/inn/en	Hanna, Michele D.; Arnold-Renicker, Heather; Garza, Barbara
Titel	Abolishing whiteness. Preparing MSW social work students for anti-racist Practice.
Quelle	In: Advances in social work, 21 (2021) 2-3, S. 588-615 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2331-4125
DOI	10.18060/24484
Schlagwörter	Erfahrung; Bedürfnis; Selbstreflexion; Bedürfnis; Erfahrung; Lernen; Orientierung; Sozialarbeiter; Student; Theorie; Rassismus; Ausbildung; Selbstreflexion; Lernen; Orientierung; Rassismus; Ausbildung; Sozialarbeiter; Theorie; Ethnische Minderheit; Schwarzer; Student; Weißer
Abstract	The power, privilege, and oppression paradigm that most schools of social work currently espouse to are often taught through an experiential approach to whiteness, privileging the majority of white students with the opportunity to explore their white identity at the expense of the learning of the Black/Brown, Indigenous, People of Color (BIPOC) students in the classroom. Many BIPOC students experience these courses as a hostile environment, finding themselves and their racial group identified in contrast to whiteness - oppressed, marginalized, silenced, and powerless. This paper presents an innovative course outline using Critical Race Theory and Critical White Studies as theoretical frameworks to decenter whiteness and attend to the learning needs of BIPOC students. Using these two theoretical frameworks, students will learn the history of the racial hierarchy of humans; the social construction of whiteness, the evolution of anti-black racism and the extension to other people of color; and the relationship between white supremacy and racism.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2022/3